(a) The provisions of this
subchapter shall be implemented by school districts beginning with the
2017-2018 school year.

(b) No later than August 31,
2016, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials
that cover the essential knowledge and skills for career and technical
education as adopted in §§130.222-130.234 of this subchapter.

(c) If the commissioner makes
the determination that instructional materials funding has been made available
under subsection (b) of this section, §§130.222-130.234 of this subchapter
shall be implemented beginning with the 2017-2018 school year and apply to the
2017-2018 and subsequent school years.

(d) If the commissioner does
not make the determination that instructional materials funding has been made
available under subsection (b) of this section, the commissioner shall
determine no later than August 31 of each subsequent school year whether
instructional materials funding has been made available. If the commissioner
determines that instructional materials funding has been made available, the
commissioner shall notify the State Board of Education and school districts
that §§130.222-130.234 of this subchapter shall be implemented for the
following school year.

Source: The provisions of this
§130.221 adopted to be effective August 28, 2017, 40 TexReg 9123.

§130.222. Principles of
Health Science (One Credit), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grades 9 and 10. Students shall be
awarded one credit for successful completion of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Health Science Career
Cluster focuses on planning, managing, and providing therapeutic services,
diagnostics services, health informatics, support services, and biotechnology
research and development.

(3) The Principles of Health
Science course is designed to provide an overview of the therapeutic,
diagnostic, health informatics, support services, and biotechnology research
and development systems of the health care industry.

(4) To pursue a career in the
health science industry, students should learn to reason, think critically,
make decisions, solve problems, and communicate effectively. Students should
recognize that quality health care depends on the ability to work well with
others.

(5) Professional integrity in
the health science industry is dependent on acceptance of ethical and legal
responsibilities. Students are expected to employ their ethical and legal responsibilities, recognize limitations, and
understand the implications of their actions.

(6) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(7) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) express ideas in a
clear, concise, and effective manner;

(B) exhibit the ability to
cooperate, contribute, and collaborate as a member of a team; and

(4) The student implements the
leadership skills necessary to function in a democratic society. The student is
expected to:

(A) identify traits of a
leader;

(B) demonstrate leadership
skills, characteristics, and responsibilities of leaders such as goal-setting
and team building; and

(C) demonstrate the ability
to effectively conduct and participate in meetings.

(5) The student assesses career
options and the preparation necessary for employment in the health science
industry. The student is expected to:

(A) locate, evaluate, and
interpret career options and employment information; and

(B) recognize the impact of
career decisions, including the causes and effects of changing employment
situations.

(6) The student identifies
academic preparation and skills necessary for employment as defined by the
health science industry. The student is expected to identify academic
requirements for professional advancement such as certification, licensure,
registration, continuing education, and advanced degrees.

(7) The student identifies the
career pathways related to health science. The student is expected to:

(A) compare health science
careers within the diagnostic, therapeutic, health informatics, support
services, and biotechnology research and development systems; and

(B) identify the
collaborative role of team members between systems to deliver quality health
care.

(8) The student examines the
role of the multidisciplinary team in providing health care. The student is
expected to:

(A) explain the concept of
teaming to provide quality health care; and

(B) examine the role of
professional organizations in the preparation and governance of credentialing
and certification.

(11) The student recognizes the
importance of maintaining a safe environment and eliminating hazardous
situations. The student is expected to:

(A) identify governing
regulatory agencies such as the World Health Organization, Centers for Disease
Control and Prevention, Occupational Safety and Health Administration, U.S.
Food and Drug Administration, Joint Commission, and National Institute of
Health;

(12) The student identifies the
technology used in the diagnostic, therapeutic, health informatics, support
services, and biotechnology research and development systems. The student is
expected to:

(A) research and identify
technological equipment used in the diagnostic, therapeutic, health
informatics, support services, and biotechnology research and development
systems;

(B) identify potential
malfunctions of technological equipment; and

(C) recognize and explain
the process for reporting equipment or technology malfunctions.

Source: The provisions of this
§130.222 adopted to be effective August 28, 2017, 40 TexReg 9123.

§130.223. Medical Terminology
(One Credit), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grades 9-12. Students shall be awarded
one credit for successful completion of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Health Science Career
Cluster focuses on planning, managing, and providing therapeutic services,
diagnostics services, health informatics, support services, and biotechnology
research and development.

(3) The Medical Terminology
course is designed to introduce students to the structure of medical terms,
including prefixes, suffixes, word roots, singular and plural forms, and
medical abbreviations. The course allows students to achieve comprehension of
medical vocabulary appropriate to medical procedures, human anatomy and
physiology, and pathophysiology.

(4) To pursue a career in the
health science industry, students should learn to reason, think critically,
make decisions, solve problems, and communicate effectively. Students should
recognize that quality health care depends on the ability to work well with
others.

(5) The health science industry
is comprised of diagnostic, therapeutic, health informatics, support services,
and biotechnology research and development systems that function individually
and collaboratively to provide comprehensive health care. Students should
identify the employment opportunities, technology, and safety requirements of each
system. Students are expected to learn the knowledge and skills necessary to
pursue a health science career through further education and employment.

(6) Professional integrity in
the health science industry is dependent on acceptance of ethical and legal
responsibilities. Students are expected to employ their ethical and legal
responsibilities, recognize limitations, and understand the implications of
their actions.

(7) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(8) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) express ideas in a
clear, concise, and effective manner; and

(B) exhibit the ability to
cooperate, contribute, and collaborate as a member of a team.

(2) The student recognizes the
terminology related to the health science industry. The student is expected to:

Source: The provisions of this
§130.223 adopted to be effective August 28, 2017, 40 TexReg 9123.

§130.224. Anatomy and
Physiology (One Credit), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grades 10-12.
Prerequisite: Biology and a second science credit. Recommended prerequisite: a
course from the Health Science Career Cluster.
Students must meet the 40% laboratory and fieldwork requirement. This
course satisfies a high school science graduation requirement. Students shall
be awarded one credit for successful completion of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Health Science Career
Cluster focuses on planning, managing, and providing therapeutic services,
diagnostic services, health informatics, support services, and biotechnology
research and development.

(3) The Anatomy and Physiology
course is designed for students to conduct laboratory and field investigations,
use scientific methods during investigations, and make informed decisions using
critical thinking and scientific problem solving. Students in Anatomy and
Physiology will study a variety of topics, including the structure and function
of the human body and the interaction of body systems for maintaining
homeostasis.

(4) Science, as defined by the
National Academy of Sciences, is the "use of evidence to construct
testable explanations and predictions of natural phenomena, as well as the
knowledge generated through this process." This vast body of changing and
increasing knowledge is described by physical, mathematical, and conceptual
models. Students should know that some questions are outside the realm of
science because they deal with phenomena that are not scientifically testable.

(5) Scientific inquiry is the
planned and deliberate investigation of the natural world. Scientific methods
of investigation are experimental, descriptive, or comparative. The method
chosen should be appropriate to the question being asked.

(6) Scientific decision making
is a way of answering questions about the natural world. Students should be
able to distinguish between scientific decision-making methods (scientific
methods) and ethical and social decisions that involve science (the application
of scientific information).

(7) A system is a collection of
cycles, structures, and processes that interact. All systems have basic
properties that can be described in space, time, energy, and matter. Change and
constancy occur in systems as patterns and can be observed, measured, and
modeled. These patterns help to make predictions that can be scientifically
tested. Students should analyze a system in terms of its components and how
these components relate to each other, to the whole, and to the external
environment.

(8) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(9) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) demonstrate verbal and
non-verbal communication in a clear, concise, and effective manner; and

(B) exhibit the ability to
cooperate, contribute, and collaborate as a member of a team.

(2) The student, for at least
40% of instructional time, conducts field and laboratory investigations using
safe, environmentally appropriate, and ethical practices. These investigations
must involve actively obtaining and analyzing data with physical equipment, but
may also involve experimentation in a simulated environment as well as field
observations that extend beyond the classroom. The student is expected to:

(A) demonstrate safe
practices during laboratory and field investigations; and

(B) demonstrate an
understanding of the use and conservation of resources and the proper disposal
or recycling of materials.

(3) The student uses scientific
methods and equipment during laboratory and field investigations. The student
is expected to:

(A) know the definition of
science and understand that it has limitations, as specified in subsection
(b)(4) of this section;

(B) know that hypotheses are
tentative and testable statements that must be capable of being supported or
not supported by observational evidence. Hypotheses of durable explanatory
power that have been tested over a wide variety of conditions are incorporated
into theories;

(C) know that scientific
theories are based on natural and physical phenomena and are capable of being
tested by multiple independent researchers. Unlike hypotheses, scientific
theories are well-established and highly-reliable explanations, but they may be
subject to change as new areas of science are created and new technologies
emerge;

(4) The student uses critical
thinking, scientific reasoning, and problem solving to make informed decisions
within and outside the classroom. The student is expected to:

(A) in all fields of
science, analyze, evaluate, and critique scientific explanations by using
empirical evidence, logical reasoning, and experimental and observational testing,
including examining all sides of scientific evidence of those scientific
explanations, so as to encourage critical thinking;

(B) communicate and apply
scientific information extracted from various sources such as accredited
scientific journals, institutions of higher learning, current events, news
reports, published journal articles, and marketing materials;

(C) draw inferences based on
data related to promotional materials for products and services;

(D) evaluate the impact of
scientific research on society and the environment;

(E) evaluate models
according to their limitations in representing biological objects or events;
and

(F) research and describe
the history of science and contributions of scientists.

(5) The student evaluates the
energy needs of the human body and the processes through which these needs are
fulfilled. The student is expected to:

(A) analyze the chemical
reactions that provide energy for the body;

(B) evaluate the modes,
including the structure and function of the digestive system, by which energy
is processed and stored within the body;

(C) analyze the effects of
energy deficiencies in malabsorption disorders as they relate to body systems
such as Crohn's disease and cystic fibrosis; and

(D) analyze the effects of
energy excess in disorders as they relate to body systems such as
cardiovascular, endocrine, muscular, skeletal, and pulmonary.

(6) The student differentiates
the responses of the human body to internal and external forces. The student is
expected to:

(A) explain the coordination
of muscles, bones, and joints that allows movement of the body;

(B) investigate and report
the uses of various diagnostic and therapeutic technologies;

(C) interpret normal and
abnormal contractility conditions such as in edema, glaucoma, aneurysms, and
hemorrhage;

(D) analyze and describe the
effects of pressure, movement, torque, tension, and elasticity on the human
body; and

(E) perform an investigation
to determine causes and effects of force variance and communicate findings.

(7) The student examines the
body processes that maintain homeostasis. The student is expected to:

(A) investigate and describe
the integration of the chemical and physical processes, including equilibrium,
temperature, pH balance, chemical reactions, passive transport, active
transport, and biofeedback, that contribute to homeostasis; and

(B) determine the
consequences of the failure to maintain homeostasis.

(8) The student examines the
electrical conduction processes and interactions. The student is expected to:

(A) recognize advances in
stem cell research such as cord blood use; and

(B) recognize advances in
bioengineering and transplant technology.

Source: The provisions of this
§130.224 adopted to be effective August 28, 2017, 40 TexReg 9123.

§130.225. Medical
Microbiology (One Credit), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grades 10-12. Prerequisites: Biology and
Chemistry. Recommended prerequisite: a course from the Health Science Career
Cluster. Students must meet the 40% laboratory and fieldwork requirement. This
course satisfies a high school science graduation requirement. Students shall
be awarded one credit for successful completion of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Health Science Career
Cluster focuses on planning, managing, and providing therapeutic services,
diagnostic services, health informatics, support services, and biotechnology
research and development.

(3) The Medical Microbiology
course is designed to explore the microbial world, studying topics such as
pathogenic and non-pathogenic microorganisms, laboratory procedures,
identifying microorganisms, drug resistant organisms, and emerging diseases.

(4) Science, as defined by the
National Academy of Sciences, is the "use of evidence to construct
testable explanations and predictions of natural phenomena, as well as the
knowledge generated through this process." This vast body of changing and
increasing knowledge is described by physical, mathematical, and conceptual
models. Students should know that some questions are outside the realm of
science because they deal with phenomena that are not scientifically testable.

(5) Scientific inquiry is the
planned and deliberate investigation of the natural world. Scientific methods
of investigation are experimental, descriptive, or comparative. The method
chosen should be appropriate to the question being asked.

(6) Scientific decision making
is a way of answering questions about the natural world. Students should be
able to distinguish between scientific decision-making methods (scientific
methods) and ethical and social decisions that involve science (the application
of scientific information).

(7) A system is a collection of
cycles, structures, and processes that interact. All systems have basic
properties that can be described in space, time, energy, and matter. Change and
constancy occur in systems as patterns and can be observed, measured, and modeled.
These patterns help to make predictions that can be scientifically tested.
Students should analyze a system in terms of its components and how these
components relate to each other, to the whole, and to the external environment.

(8) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(9) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) demonstrate verbal and
non-verbal communication in a clear, concise, and effective manner; and

(B) exhibit the ability to
cooperate, contribute, and collaborate as a member of a team.

(2) The student, for at least
40% of instructional time, conducts field and laboratory investigations using
safe, environmentally appropriate, and ethical practices. These investigations
must involve actively obtaining and analyzing data with physical equipment, but
may also involve experimentation in a simulated environment as well as field
observations that extend beyond the classroom. The student is expected to:

(A) demonstrate safe
practices during laboratory and field investigations; and

(B) demonstrate an
understanding of the use and conservation of resources and the proper disposal
or recycling of materials.

(3) The student uses scientific
methods and equipment during laboratory and field investigations. The student
is expected to:

(A) know the definition of
science and understand that it has limitations, as specified in subsection
(b)(4) of this section;

(B) know that hypotheses are
tentative and testable statements that must be capable of being supported or
not supported by observational evidence. Hypotheses of durable explanatory
power that have been tested over a wide variety of conditions are incorporated
into theories;

(C) know that scientific
theories are based on natural and physical phenomena and are capable of being
tested by multiple independent researchers. Unlike hypotheses, scientific
theories are well-established and highly-reliable explanations, but they may be
subject to change as new areas of science are created and new technologies
emerge;

(4) The student uses critical
thinking, scientific reasoning, and problem solving to make informed decisions
within and outside the classroom. The student is expected to:

(A) in all fields of
science, analyze, evaluate, and critique scientific explanations by using
empirical evidence, logical reasoning, and experimental and observational
testing, including examining all sides of scientific evidence of those
scientific explanations, so as to encourage critical thinking;

(B) communicate and apply
scientific information extracted from various sources such as accredited
scientific journals, institutions of higher learning, current events, news
reports, published journal articles, and marketing materials;

(C) draw inferences based on
data related to promotional materials for products and services;

(D) evaluate the impact of
scientific research on society and the environment;

(E) evaluate models
according to their limitations in representing biological objects or events;
and

(F) research and describe
the history of science and contributions of scientists.

(5) The student describes the
relationships between microorganisms and health and wellness in the human body.
The student is expected to:

(A) research and describe
the historical development of microbiology as it relates to health care of an
individual; and

(H) outline the role of the
governing agencies in monitoring and establishing guidelines based on the
spread of infectious diseases.

Source: The provisions of this
§130.225 adopted to be effective August 28, 2017, 40 TexReg 9123.

§130.226. World Health
Research (One Credit), Adopted 2015.

(a)
General requirements. This course is recommended for students in Grades 11 and
12. Prerequisites: Biology and Chemistry. Recommended prerequisite: a course in
the Health Science Career Cluster. Students shall be awarded one credit for
successful completion of this course.

(b)
Introduction.

(1)
Career and technical education instruction provides content aligned with
challenging academic standards and relevant technical knowledge and skills for
students to further their education and succeed in current or emerging
professions.

(2)
The Health Science Career Cluster focuses on planning, managing, and providing
therapeutic services, diagnostic services, health informatics, support
services, and biotechnology research and development.

(3)
The World Health Research course is designed to examine major world health
problems and emerging technologies as solutions to these medical concerns. It
is designed to improve students' understanding of the cultural,
infrastructural, political, educational, and technological constraints and
inspire ideas for appropriate technological solutions to global medical care
issues.

(4)
Students are encouraged to participate in extended learning experiences such as
career and technical student organizations and other leadership or
extracurricular organizations.

(5)
Statements that contain the word "including" reference content that
must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.

(c)
Knowledge and skills.

(1)
The student demonstrates professional standards/employability skills as
required by business and industry. The student is expected to:

(A)
demonstrate verbal and non-verbal communication in a clear, concise, and
effective manner; and

(B)
exhibit the ability to cooperate, contribute, and collaborate as a member of a
team.

(2)
The student explores and discusses current major human health problems in the
world. The student is expected to:

(A)
describe the pathophysiology of the three leading causes of death in developing
and developed countries;

(B)
discuss history of diseases and the evolution of medical technology over time;

(C)
contrast health problems in developing and developed countries;

(D)
describe the function of the World Health Organization;

(E)
define and calculate incidence, morbidity, and mortality; and

(F)
identify and describe the challenges in global health that can have the
greatest impact on health in developing nations.

(3)
The student explains who pays for health care in the world today. The student
is expected to:

(A)
compare the availability of health care in developing and developed countries;

(B)
discuss and contrast the four basic health care system models, including the
Beveridge Model, Bismarck Model, National Health Insurance Model, and the
Out-of-Pocket Model;

(C)
explain how countries such as the United Kingdom, Japan, Germany, Taiwan,
Switzerland, and the United States of America pay for health care;

(D)
describe how health care expenditures have changed over time; and

(E)
identify the major contributors to the rising health science industry costs.

(4)
The student describes the engineering technologies developed to address
clinical needs. The student is expected to:

(A)
describe technologies that support the prevention and treatment of infectious
diseases;

(B)
explain the implication of vaccines on the immune system;

(C)
investigate technologies used for the early detection of cancer;

(D)
investigate technologies used for the treatment of several different types of
cancers;

(E)
explain the cardiovascular system and the technologies used in the diagnosis
and treatment of heart disease; and

(F)
describe and discuss technologies developed to support vital organ failure.

(5)
The student explores how human clinical trials are designed, conducted, and
evaluated. The student is expected to:

(A)
identify types of clinical trials;

(B)
define and calculate a sample size; and

(C)
analyze quantitative methods used to describe clinical trials.

(6)
The student recognizes the ethics involved in clinical research. The student is
expected to:

(A)
define informed consent;

(B)
explain who can give informed consent;

(C)
identify issues in research that influence the development of ethical
principles and legal requirements currently governing research with human
subjects; and

(D)
explain the ethical guidelines for the conduct of research involving human
subjects.

(7)
The student explains how medical technologies are managed. The student is
expected to:

(A)
describe how health science research is funded;

(B)
explain the role of the U.S. Food and Drug Administration in approving new
drugs and medical devices; and

(C)
analyze factors that affect the dissemination of new medical technologies.

(8)
The student applies research principles to create a project that addresses a
major health problem. The student is expected to:

(A)
facilitate data analysis and communicate experimental results clearly and effectively
using technology by constructing charts and graphs; and

Source: The
provisions of this §130.226 adopted to be effective August 28, 2017, 40 TexReg
9123; amended to be effective March 27, 2018, 43 TexReg 1852.

§130.227. Pathophysiology
(One Credit), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grades 11 and 12. Prerequisites: Biology
and Chemistry. Recommended prerequisite: a course from the Health Science
Career Cluster. Students must meet the 40% laboratory and fieldwork. This
course satisfies a high school science graduation requirement. Students shall
be awarded one credit for successful completion of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Health Science Career
Cluster focuses on planning, managing, and providing therapeutic services,
diagnostic services, health informatics, support services, and biotechnology
research and development.

(3) The Pathophysiology course
is designed for students to conduct laboratory and field investigations, use
scientific methods during investigations, and make informed decisions using
critical thinking and scientific problem solving. Students in Pathophysiology
will study disease processes and how humans are affected. Emphasis is placed on
prevention and treatment of disease. Students will differentiate between normal
and abnormal physiology.

(4) Science, as defined by the
National Academy of Sciences, is the "use of evidence to construct testable
explanations and predictions of natural phenomena, as well as the knowledge
generated through this process." This vast body of changing and increasing
knowledge is described by physical, mathematical, and conceptual models.
Students should know that some questions are outside the realm of science
because they deal with phenomena that are not scientifically testable.

(5) Scientific inquiry is the
planned and deliberate investigation of the natural world. Scientific methods
of investigation are experimental, descriptive, or comparative. The method
chosen should be appropriate to the question being asked.

(6) Scientific decision making
is a way of answering questions about the natural world. Students should be
able to distinguish between scientific decision-making methods (scientific
methods) and ethical and social decisions that involve science (the application
of scientific information).

(7) A system is a collection of
cycles, structures, and processes that interact. All systems have basic
properties that can be described in space, time, energy, and matter. Change and
constancy occur in systems as patterns and can be observed, measured, and
modeled. These patterns help to make predictions that can be scientifically
tested. Students should analyze a system in terms of its components and how
these components relate to each other, to the whole, and to the external
environment.

(8) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(9) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) demonstrate verbal and
non-verbal communication in a clear, concise, and effective manner; and

(B) exhibit the ability to
cooperate, contribute, and collaborate as a member of a team.

(2) The student, for at least
40% of instructional time, conducts field and laboratory investigations using
safe, environmentally appropriate, and ethical practices. These investigations
must involve actively obtaining and analyzing data with physical equipment, but
may also involve experimentation in a simulated environment as well as field
observations that extend beyond the classroom. The student is expected to:

(A) demonstrate safe practices
during laboratory and field investigations; and

(B) demonstrate an
understanding of the use and conservation of resources and the proper disposal
or recycling of materials.

(3) The student uses scientific
methods and equipment during laboratory and field investigations. The student
is expected to:

(A) know the definition of
science and understand that it has limitations, as specified in subsection
(b)(4) of this section;

(B) know that hypotheses are
tentative and testable statements that must be capable of being supported or
not supported by observational evidence. Hypotheses of durable explanatory
power that have been tested over a variety of conditions are incorporated into
theories;

(C) know that scientific
theories are based on natural and physical phenomena and are capable of being
tested by multiple independent researchers. Unlike hypotheses, scientific
theories are well-established and highly-reliable explanations, but they may be
subject to change as new areas of science are created and new technologies
emerge;

(D) distinguish and
differentiate between scientific hypothesis and scientific theories;

(4) The student uses critical
thinking, scientific reasoning, and problem solving to make informed decisions
within and outside the classroom. The student is expected to:

(A) in all fields of
science, analyze, evaluate, and critique scientific explanations by using
empirical evidence, logical reasoning, and experimental and observational
testing, including examining all sides of scientific evidence of those
scientific explanations, so as to encourage critical thinking;

(B) communicate and apply
scientific information extracted from various sources such as accredited
scientific journals, institutions of higher learning, current events, news
reports, published journal articles, and marketing materials;

(C) draw inferences based on
data related to promotional materials for products and services;

(D) evaluate the impact of
scientific research on society and the environment;

(E) evaluate models
according to their limitations in representing biological objects or events;
and

(F) research and describe
the history of science and contributions of scientists.

(5) The student analyzes the
mechanisms of pathology. The student is expected to:

(D) investigate diseases
that threaten world health and propose intervention strategies; and

(E) develop a plan for
personal health and wellness.

Source: The provisions of this
§130.227 adopted to be effective August 28, 2017, 40 TexReg 9123.

§130.228. Health Informatics
(One Credit), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grades 11 and 12. Prerequisites: Business
Information Management I and Medical Terminology. Students shall be awarded one
credit for successful completion of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Health Science Career
Cluster focuses on planning, managing, and providing therapeutic services,
diagnostic services, health informatics, support services, and biotechnology
research and development.

(3) The Health Informatics
course is designed to provide knowledge of one of the fastest growing areas in
both academic and professional fields. The large gap between state of the art
computer technologies and the state of affairs in health care information
technology has generated demand for information and health professionals who
can effectively design, develop, and use technologies such as electronic
medical records, patient monitoring systems, and digital libraries, while
managing the vast amount of data generated by these systems.

(4) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) demonstrate verbal and
non-verbal communication in a clear, concise, and effective manner;

(a) General requirements. This
course is recommended for student in Grades 11 and 12. Prerequisites: Geometry
and Algebra II. Students shall be awarded one credit for successful completion
of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Health Science Career
Cluster focuses on planning, managing, and providing therapeutic services,
diagnostic services, health informatics, support services, and biotechnology
research and development.

(3) The Mathematics for Medical
Professionals course is designed to serve as the driving force behind the Texas
essential knowledge and skills for mathematics, guided by the college and career
readiness standards. By embedding statistics, probability, and finance, while
focusing on fluency and solid understanding in medical mathematics, students
will extend and apply mathematical skills necessary for health science
professions. Course content consists primarily of high school level mathematics
concepts and their applications to health science professions.

(4) The
mathematical process standards describe ways in which students are expected to
engage in the content. The placement of the process standards at the beginning
of the knowledge and skills listed for each grade and course is intentional.
The process standards weave the other knowledge and skills together so that
students may be successful problem solvers and use mathematics efficiently and
effectively in daily life. The process standards are integrated at every grade
level and course. When possible, students will apply mathematics to problems
arising in everyday life, society, and the workplace. Students will use a
problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the
solution, and evaluating the problem-solving process and the reasonableness of
the solution. Students will select appropriate tools such as real objects,
manipulatives, paper and pencil, and technology and techniques such as mental
math, estimation, and number sense to solve problems. Students will effectively
communicate mathematical ideas, reasoning, and their implications using multiple
representations such as symbols, diagrams, graphs, and language. Students will
use mathematical relationships to generate solutions and make connections and
predictions. Students will analyze mathematical relationships to connect and
communicate mathematical ideas. Students will display, explain, or justify
mathematical ideas and arguments using precise mathematical language in written
or oral communication.

(5) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(6) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) express ideas in a
clear, concise, and effective manner;

(B) exhibit the ability to
cooperate, contribute, and collaborate as a member of a team; and

(B) use a problem-solving
model that incorporates analyzing given information, formulating a plan or
strategy, determining a solution, justifying the solution, and evaluating the
problem-solving process and the reasonableness of the solution;

(C) select tools, including
real objects, manipulatives, paper and pencil, and technology as appropriate,
and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems in health science professions;

(D) communicate mathematical
ideas, reasoning, and their implications to the health science field using
multiple representations, including symbols, diagrams, graphs, and language as
appropriate;

(E) create and use
representations to organize, record, and communicate mathematical ideas in
health science professions;

(D) learn to read and use
military time fluently for health science situations, including medication
administration, scheduling, and documentation;

(E) apply appropriate
estimation techniques used in health science professions to estimate percent
and then confirm those estimates with calculations; and

(F) read and determine
accurate numerical value of Roman numerals as used in the health science
professions, including cranial nerves.

(4) The student applies the
process standards in mathematics to create and analyze mathematical models of
health science situations to make informed decisions related to improved health
care outcomes by appropriate, proficient, and efficient use of tools, including
technology. The student judges the validity of a prediction and uses
mathematical models to represent, analyze, and solve dynamic health care
problems. The student is expected to:

(A) collect data to create a
scatterplot and apply various functions to model the data in an effort to
interpret results and make predictions in health science situations such as
interpreting growth charts, interpreting disease and mortality rates, and
diagnosing and determining treatment modalities;

(B) create, represent, and
analyze appropriate mathematical functions such as linear, quadratic,
exponential, logarithmic, and sinusoidal functions used to model, interpret and
predict situations that occur in health science professions such as supply and
demand, inventory control, and cost analysis within clinical situations;

(C) determine or analyze an
appropriate sinusoidal model for health science situations that can be modeled
with periodic functions, including those related to electrocardiograms
(EKG), repolarization of the heart, and medication dosage and
administration;

(E) use properties of
logarithmic and exponential functions to solve equations related to health
science situations such as determining the pH of a solution, the concentration of
hydrogen ions (H+) given the pH, calculating the absorbance and transmittance,
and determining exponential growth and decay; and

(A) define each of the
health science professions that require a unique set of measurement or
calculation standards and explain or identify the importance of each measurement
system (apothecary, metric, household systems);

(B) explain the necessity of
obtaining accurate measurements in the health science professions;

(C) use dimensional analysis
with precision and accuracy in performing unit conversions from one measurement
system to another, including the use of proportions and unit rates in
pharmacology;

(D) classify the specific
system to which a given unit belongs and explain its similarity or differences
to units in other measurement systems;

(E) select and use appropriate
measurement tools used in health science professions such as rulers, tape
measures, thermometers, syringes, scales, and sphygmomanometer gauges to obtain
accurate and precise measurements; and

(F) select and use
appropriate measurement techniques used in health science professions to obtain
accurate and precise measurements, including determining measures for
medication, nutrition, fluids, and homeostasis.

Source: The provisions of this
§130.229 adopted to be effective August 28, 2017, 40 TexReg 9123.

§130.230. Pharmacology (One
Credit), Adopted 2015.

(a)
General requirements. This course is recommended for students in Grades 11 and
12. Prerequisites: Biology and Chemistry. Recommended prerequisite: a course
from the Health Science Career Cluster. Students shall be awarded one credit
for successful completion of this course.

(b)
Introduction.

(1)
Career and technical education instruction provides content aligned with
challenging academic standards and relevant technical knowledge and skills for
students to further their education and succeed in current or emerging
professions.

(2)
The Health Science Career Cluster focuses on planning, managing, and providing
therapeutic services, diagnostic services, health informatics, support
services, and biotechnology research and development.

(3)
The Pharmacology course is designed to study how natural and synthetic chemical
agents such as drugs affect biological systems. Knowledge of the properties of
therapeutic agents is vital in providing quality health care. It is an
ever-changing, growing body of information that continually demands greater
amounts of time and education from health care workers.

(4)
Students are encouraged to participate in extended learning experiences such as
career and technical student organizations and other leadership or
extracurricular organizations.

(5)
Statements that contain the word "including" reference content that
must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.

(c)
Knowledge and skills.

(1)
The student demonstrates professional standards/employability skills as
required by business and industry. The student is expected to:

(A)
demonstrate verbal and non-verbal communication in a clear, concise, and
effective manner;

(B)
convert a measurement expressed in one standard unit within a system to a
measurement expressed in another unit within the same system; and

(C)
convert a measurement expressed in one system to a unit of the same measurement
in a different system.

(7)
The student recognizes the effectiveness of a pharmaceutical agent, its form,
and its route of administration. The student is expected to:

(A)
differentiate between solid, semi-solid, and liquid dosage forms;

(B)
name forms in which drugs are manufactured, including their subcategories;

(C)
list examples of drugs in each dosage form; and

(D)
define medical terms associated with drug forms.

(8)
The student must be able to select appropriate equipment and instruments and
use technology for specific tasks. The student is expected to:

(A)
identify technology components used in the pharmacy;

(B)
describe how technology applications improve efficiency in the pharmacy; and

(C)
analyze the use of technology in the pharmacy.

(9)
The student is expected to practice safety in dispensing and administering
pharmaceutical agents and prevent personal and client illness or injury. The student
is expected to:

(A)
employ safety standards;

(B)
interpret rules associated with pharmacy standards;

(C)
examine unsafe practices;

(D)
observe safe procedures in the administration of client care; and

(E)
demonstrate these safe procedures in the clinical setting.

Source: The
provisions of this §130.230 adopted to be effective August 28, 2017, 40 TexReg
9123; amended to be effective March 27, 2018, 43 TexReg 1852.

§130.231. Health Science
Theory (One Credit), Adopted 2015.

(a)
General requirements. This course is recommended for students in Grades 10-12.
Prerequisite: Biology. Recommended corequisite: Health
Science Clinical. Students shall be awarded one
credit for successful completion of this course.

(b)
Introduction.

(1)
Career and technical education instruction provides content aligned with
challenging academic standards and relevant technical knowledge and skills for
students to further their education and succeed in current or emerging
professions.

(2)
The Health Science Career Cluster focuses on planning, managing, and providing
therapeutic services, diagnostic services, health informatics, support
services, and biotechnology research and development.

(3)
The Health Science Theory course is designed to provide for the development of
advanced knowledge and skills related to a wide variety of health careers.
Students will employ hands-on experiences for continued knowledge and skill
development.

(4)
To pursue a career in the health science industry, students should recognize,
learn to reason, think critically, make decisions, solve problems, and
communicate effectively. Students should recognize that quality health care
depends on the ability to work well with others.

(5)
The health science industry is comprised of diagnostic, therapeutic, health
informatics, support services, and biotechnology research and development
systems that function individually and collaboratively to provide comprehensive
health care. Students should identify the employment opportunities, technology,
and safety requirements of each system. Students are expected to apply the
knowledge and skills necessary to pursue a health science career through
further education and employment.

(6)
Professional integrity in the health science industry is dependent on
acceptance of ethical and legal responsibilities. Students are expected to
employ their ethical and legal responsibilities, recognize limitations, and
understand the implications of their actions.

(7)
Students are encouraged to participate in extended learning experiences such as
career and technical student organizations and other leadership or
extracurricular organizations.

(8)
Statements that contain the word "including" reference content that
must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.

(c)
Knowledge and skills.

(1)
The student demonstrates professional standards/employability skills as
required by business and industry. The student is expected to:

(A)
express ideas in a clear, concise, and effective manner; and

(B)
exhibit the ability to cooperate, contribute, and collaborate as a member of a
team.

(2)
The student applies mathematics, science, English language arts, and social
studies in health science. The student is expected to:

(F)
demonstrate skills related to activities of daily living in rehabilitative care
such as range of motion, positioning, and ambulation according to the health
science industry standards, regulatory agency standards, and professional
guidelines;

(G)
role play techniques used in stressful situations such as trauma and chronic
and terminal illness;

(A)
research and describe the role of professional associations and regulatory
agencies;

(B)
examine legal and ethical behavior standards such as Patient Bill of Rights,
Advanced Directives, and the Health Insurance Portability and Accountability
Act; and

(C)
investigate the legal and ethical ramifications of unacceptable behavior.

(11)
The student exhibits the leadership skills necessary to function in a
democratic society. The student is expected to:

(A)
identify leadership skills of health science professionals;

(B)
participate in group dynamics; and

(C)
integrate consensus-building techniques.

(12)
The student maintains a safe environment. The student is expected to:

(A)
conform to governmental regulations and guidelines from entities such as the
World Health Organization, Centers for Disease Control and Prevention,
Occupational Safety and Health Administration, U.S. Food and Drug
Administration, Joint Commission, and National Institute of Health;

(B)
explain protocol related to hazardous materials and situations;

(C)
observe and report unsafe conditions; and

(D)
support recycling and waste management for cost containment and environmental
protection.

(13)
The student assesses wellness strategies for the prevention of disease. The
student is expected to:

(A)
research wellness strategies for the prevention of disease;

(B)
evaluate positive and negative effects of relationships on physical and
emotional health;

(C)
explain the benefits of positive relationships among community health
professionals in promoting a healthy community;

(D)
research and analyze the effects of access to quality health care; and

(E)
research alternative health practices and therapies.

Source: The
provisions of this §130.231 adopted to be effective August 28, 2017, 40 TexReg
9123; amended to be effective March 27, 2018, 43 TexReg 1852.

§130.232. Health Science
Clinical (One Credit), Adopted 2015.

(a)
General requirements. This course is recommended for students in Grades 10-12.
Prerequisite: Biology. Corequisite: Health Science Theory. This course must be
taken concurrently with Health Science Theory and may not be taken as a
stand-alone course. Districts are encouraged to offer this
course in a consecutive block with Health Science Theory to allow students
sufficient time to master the content of both courses. Students shall be
awarded one credit for successful completion of this course.

(b)
Introduction.

(1)
Career and technical education instruction provides content aligned with
challenging academic standards and relevant technical knowledge and skills for
students to further their education and succeed in current or emerging
professions.

(2)
The Health Science Career Cluster focuses on planning, managing, and providing
therapeutic services, diagnostic services, health informatics, support
services, and biotechnology research and development.

(3)
The Health Science Clinical course is designed to provide for the development
of advanced knowledge and skills related to a wide variety of health careers.
Students will employ hands-on experiences for continued knowledge and skill
development.

(4)
To pursue a career in the health science industry, students should recognize,
learn to reason, think critically, make decisions, solve problems, and
communicate effectively. Students should recognize that quality health care
depends on the ability to work well with others.

(5)
The health science industry is comprised of diagnostic, therapeutic, health
informatics, support services, and biotechnology research and development
systems that function individually and collaboratively to provide comprehensive
health care. Students should identify the employment opportunities, technology,
and safety requirements of each system. Students are expected to apply the
knowledge and skills necessary to pursue a health science career through
further education and employment.

(6)
Professional integrity in the health science industry is dependent on
acceptance of ethical and legal responsibilities. Students are expected to
employ their ethical and legal responsibilities, recognize limitations, and
understand the implications of their actions.

(7)
Students are encouraged to participate in extended learning experiences such as
career and technical student organizations and other leadership or
extracurricular organizations.

(8)
Statements that contain the word "including" reference content that
must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.

(c)
Knowledge and skills.

(1)
The student demonstrates professional standards/employability skills as
required by business and industry. The student is expected to:

(A)
express ideas in a clear, concise, and effective manner; and

(B)
exhibit the ability to cooperate, contribute, and collaborate as a member of a
team.

(2)
The student applies mathematics, science, English language arts, and social
studies in health science. The student is expected to:

(F)
demonstrate skills related to activities of daily living in rehabilitative care
such as range of motion, positioning, and ambulation according to the health
science industry standards, regulatory agency standards, and professional
guidelines;

(G)
role play techniques used in stressful situations such as trauma, chronic, and
terminal illness;

(A)
research and describe the role of professional associations and regulatory
agencies;

(B)
examine legal and ethical behavior standards such as Patient Bill of Rights,
Advanced Directives, and the Health Insurance Portability and Accountability
Act;

(C)
investigate the legal and ethical ramifications of unacceptable behavior; and

(D)
perform within the designated scope of practice.

(11)
The student exhibits the leadership skills necessary to function in a
democratic society. The student is expected to:

(A)
identify leadership skills of health science professionals;

(B)
participate in group dynamics; and

(C)
integrate consensus-building techniques.

(12)
The student maintains a safe environment. The student is expected to:

(A)
conform to governmental regulations and guidelines from entities such as the
World Health Organization, Centers for Disease Control and Prevention,
Occupational Safety and Health Administration, U.S. Food and Drug
Administration, Joint Commission, and National Institute of Health;

(13)
The student assesses wellness strategies for the prevention of disease. The
student is expected to:

(A)
research wellness strategies for the prevention of disease;

(B)
evaluate positive and negative effects of relationships on physical and
emotional health;

(C)
explain the benefits of positive relationships among community health
professionals in promoting a healthy community;

(D)
research and analyze access to quality health care; and

(E)
research alternative health practices and therapies.

Source: The
provisions of this §130.232 adopted to be effective August 28, 2017, 40 TexReg
9123; amended to be effective March 27, 2018, 43 TexReg 1852.

§130.233. Practicum in Health
Science (Two Credits), Adopted 2015.

(a)
General requirements. This course is recommended for students in Grades 11 and
12. Prerequisites: Health Science Theory and Biology. Students shall be awarded
two credits for successful completion of this course. A student may repeat this
course once for credit provided that the student is experiencing different
aspects of the industry and demonstrating proficiency in additional and more
advanced knowledge and skills.

(b)
Introduction.

(1)
Career and technical education instruction provides content aligned with
challenging academic standards and relevant technical knowledge and skills for
students to further their education and succeed in current or emerging
professions.

(2)
The Health Science Career Cluster focuses on planning, managing, and providing
therapeutic services, diagnostic services, health informatics, support
services, and biotechnology research and development.

(3)
The Practicum in Health Science course is designed to give students practical
application of previously studied knowledge and skills. Practicum experiences
can occur in a variety of locations appropriate to the nature and level of
experience.

(4)
To pursue a career in the health care industry, students should learn to
reason, think critically, make decisions, solve problems, and communicate
effectively. Students should recognize that quality health care depends on the
ability to work well with others.

(5)
The health care industry is comprised of diagnostic, therapeutic, health
informatics, support services, and biotechnology research and development
systems that function individually and collaboratively to provide comprehensive
health care. Students recognize the employment opportunities, technology, and
safety requirements of each system. Students are expected to apply the
knowledge and skills necessary to pursue a health science certification or
licensure through further education and employment.

(6)
Professional integrity in the health care industry is dependent on acceptance
of ethical and legal responsibilities. Students are expected to employ their
ethical and legal responsibilities, recognize limitations, and understand the
implications of their actions.

(7)
Students are encouraged to participate in extended learning experiences such as
career and technical student organizations and other leadership or extracurricular
organizations.

(8)
Statements that contain the word "including" reference content that
must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.

(c)
Knowledge and skills.

(1)
The student demonstrates professional standards/employability skills as
required by business and industry. The student is expected to:

(A)
demonstrate verbal and non-verbal communication in a clear, concise, and
effective manner; and

(B)
exhibit the ability to cooperate, contribute, and collaborate as a member of a
team.

(2)
The student applies mathematics, science, English language arts, and social
sciences in health science. The student is expected to:

(A)
interpret data from various sources in formulating conclusions;

(B)
compile information from a variety of sources to create a technical report;

(a)
General requirements. This course is recommended for students in Grades 11 and
12. The practicum course is a paid or unpaid capstone experience for students
participating in a coherent sequence of career and technical education courses
in the Health Science Career Cluster. Prerequisites: Health Science Theory and
Biology. Corequisite: Practicum in Health Science. This course must be taken
concurrently with Practicum in Health Science and may not be taken as a
stand-alone course. Students shall be awarded one credit for successful
completion of this course. A student may repeat this course once for credit
provided that the student is experiencing different aspects of the industry and
demonstrating proficiency in additional and more advanced knowledge and skills.

(b)
Introduction.

(1)
Career and technical education instruction provides content aligned with
challenging academic standards and relevant technical knowledge and skills for
students to further their education and succeed in current or emerging
professions.

(2)
The Health Science Career Cluster focuses on planning, managing, and providing
therapeutic services, diagnostic services, health informatics, support
services, and biotechnology research and development.

(3)
The Extended Practicum in Health Science course is designed to give students
practical application of previously studied knowledge and skills. Practicum
experiences can occur in a variety of locations appropriate to the nature and
level of experience.

(4)
To pursue a career in the health science industry, students should learn to
reason, think critically, make decisions, solve problems, and communicate
effectively. Students should recognize that quality health care depends on the
ability to work well with others.

(5)
The health science industry is comprised of diagnostic, therapeutic, health
informatics, support services, and biotechnology research and development
systems that function individually and collaboratively to provide comprehensive
health care. Students should identify the employment opportunities, technology,
and safety requirements of each system. Students are expected to apply the
knowledge and skills necessary to pursue a health science career through
further education and employment.

(6)
Professional integrity in the health science industry is dependent on
acceptance of ethical and legal responsibilities. Students are expected to
employ their ethical and legal responsibilities, recognize limitations, and
understand the implications of their actions.

(7)
Students are encouraged to participate in extended learning experiences such as
career and technical student organizations and other leadership or
extracurricular organizations.

(8)
Statements that contain the word "including" reference content that
must be mastered, while those containing the phrase "such as" are
intended as possible illustrative examples.

(c)
Knowledge and skills.

(1)
The student demonstrates professional standards/employability skills as
required by business and industry. The student is expected to:

(A)
participate in a paid or unpaid, laboratory- or work-based application of
previously studied knowledge and skills related to health science;

(B)
participate in training, education, or preparation for licensure,
certification, or other relevant credentials to prepare for employment;

(C)
demonstrate professional standards and personal qualities needed to be
employable such as self-discipline, positive attitude, integrity, commitment,
leadership, appreciation for diversity, customer service, and adaptability with
increased fluency;

(F)
observe and interpret verbal and nonverbal cues and behaviors to enhance
communication.

(3)
The student implements advanced problem-solving methods. The student is
expected to employ critical-thinking skills with increased fluency both
independently and in groups to solve problems and make decisions.

(4)
The student understands and applies proper safety techniques in the workplace
to prevent hazardous situations. The student is expected to:

(A)
demonstrate an understanding of and follow workplace safety rules and regulations;

(C)
evaluate hazardous materials according to the material safety data sheets in a
consistent manner; and

(D)
apply principles of infection control and body mechanics in all aspects of the
health care industry.

(5)
The student understands the professional, ethical, and legal responsibilities
in health science. The student is expected to:

(A)
demonstrate a positive, productive work ethic by performing assigned tasks as
directed;

(B)
implement individual ethical and legal behavior standards according to
professional regulatory agencies;

(C)
show integrity by choosing the ethical course of action when making decisions;
and

(D)
comply with all applicable rules, laws, and regulations in a consistent manner.

(6)
The student implements the knowledge and skills of a health care professional
necessary to acquire and retain employment. The student is expected to demonstrate
proficiency in medical terminology and skills related to the health care of an
individual.

(7)
The student participates in a supervised health science experience. The student
is expected to: